Why use ICT?
ICT is not intended as a substitute for competent teaching. Nor is it meant to simply replace textbooks. ICT is a way of teaching that invites the student to participate in sourcing information that contributes to learning area outcomes. It encourages the development of new skills that will be useful (if not necessary) in the social and vocational world that awaits them, post-schooling.
When using ICT effectively, students direct their own learning on a well-considered foundation put in place by the teacher. The teacher acts to scaffold this learning and keep students on target through technological and personal supervision of work.
What is required for this project?
For this project, we are proposing a 4-lesson course of study that incorporates three different forms of ICT. ICT is not used as a reward or distraction but a student-centred learning tool. Over the four lessons, (one of which will be presented, at least in part) students will develop ICT confidence and glean information by having it presented in an interactive form, or sourcing it themselves. The lessons will be structured appropriately for the age group (year 8), and presented in a clear and precise manner. Simultaneously, we hope to produce lessons that are entertaining, challenging and inspire students' imagination.
3. Why These Three?
We have chosen the following forms of ICT for the corresponding reasons:
Lucidchart - Venn Diagram Maker
This interactive form of ICT gives a vivid visual reference to the strategy of "compare and contrast". We believe it will work well when students are directed to compare and contrast different 'classes' present in European Medieval and Japanese shogunate societies.
TikiToki (or similar program) - Timeline maker
By creating a timeline as a group project, students are able to see marked events, leadership changes and inventions within a larger context.
Bitstrips (or similar program) - Comic maker
Using a comic- maker, students can respond creatively using the skills and information they have learnt over the last three lessons.
4. Evidence-Based Learning Theory
When building a lesson plan with ICT, the theory behind its incorporation must be based on studies that provide evidence of its effective outworking. As we are structuring our lesson plan and forward planning documents around individual use of the computer, Justine Isard's reference to iPad use has some relevance. “An Oklahoma State University study indicated that 75 percent of the students in the pilot agreed that the iPad enhanced the learning experience.” Where the threat of distraction is accute, it is worthwhile acknowledging the evidence that students found individual tech-use a helpful aide to learning. It is therefore worth the 'distraction-risk' in order to pursue learning outcomes through individual tech-usage.
Waxman, Connell and Gray present evidence not as extreme as Isard's quoted 75%, but positive all the same.
"The mean of the study-weighted effect sizes averaging across all outcomes was .30 (p < .05), with a 95-percent confidence interval (CI) of .004 to .598. This result indicates that teaching and learning with technology has a small, positive, significant (p < .05) effect on student outcomes when compared to traditional instruction." Due to the evidence presented to support individual technology use in the classroom, we are taking this approach with our lessons. We are also using collaboration through technology so students are aware of each others' insights and learning.
Isard, J. (2012) Why mobile technology makes sense in the 21st century classroom. The Professional Educator
Waxman, H. Connell, M. & Gray, J. (2002) A Quantitative Synthesis of Recent Research on the Effects of Teaching and Learning With Technology on Student Outcomes
Retrieved from http://www.citeulike.org/group/572/article/364048
5. Mind Map
Follow the link to the Spidercribe Mind Map that details our intentions and how these lessons fit within the Australian Curriculum: http://www.spiderscribe.net/app/?7e4f0ed3c658e5afa36fcf8a02d67aad
The Map is set out to show the pedagogical, technological and content inputs going into the ICT Integration Project (from above), producing a plan for our lessons (below the main title bubble).
The links between the two are displayed through colour co-ordingating the bubbles.
1. Pedagogical skills and strategies used in the lessons are colour coded yellow, matching the references to the skills and strategies outlined above, which are linked to the Australian Curriculum.
2. Technology that is used during the lesson is colour coded blue, linking to their descriptions above.
3. Content, taken from the Australian Curriculum is colour coded red, the relevant sections of which are displayed at the top of the content section.
All three areas come together to produce our plans for the 4 lesson sequence.
Contents:
1. Project Plan2. Joint Statement
3. Why these three ICTs?
4. Evidence- based learning Theory
5. Mind Map
6. Forward Planning Document
1. Project Plan
Medieval Europe and shogunate Japan.Year Eight History
Lesson Ideas – Rachael and Shane
Setting up wikispace – Shane
Wikispace contributions and edits - Shane and Rachael
Research
Pyramid ICT- Shane *possibly padlet*
Timeline ICT - Rachael
Comic ICT - Shane
Venn Diagram ICT - Rachael
FPD Drafts
Lesson 1 Rachael
Lesson 2 Shane
Lesson 3 Shane
Lesson 4 Rachael
FPD final edits - collaboration
2. Joint Statement
Why use ICT?
ICT is not intended as a substitute for competent teaching. Nor is it meant to simply replace textbooks. ICT is a way of teaching that invites the student to participate in sourcing information that contributes to learning area outcomes. It encourages the development of new skills that will be useful (if not necessary) in the social and vocational world that awaits them, post-schooling.
When using ICT effectively, students direct their own learning on a well-considered foundation put in place by the teacher. The teacher acts to scaffold this learning and keep students on target through technological and personal supervision of work.
What is required for this project?
For this project, we are proposing a 4-lesson course of study that incorporates three different forms of ICT. ICT is not used as a reward or distraction but a student-centred learning tool. Over the four lessons, (one of which will be presented, at least in part) students will develop ICT confidence and glean information by having it presented in an interactive form, or sourcing it themselves. The lessons will be structured appropriately for the age group (year 8), and presented in a clear and precise manner. Simultaneously, we hope to produce lessons that are entertaining, challenging and inspire students' imagination.
3. Why These Three?
We have chosen the following forms of ICT for the corresponding reasons:
Lucidchart - Venn Diagram Maker
This interactive form of ICT gives a vivid visual reference to the strategy of "compare and contrast". We believe it will work well when students are directed to compare and contrast different 'classes' present in European Medieval and Japanese shogunate societies.
TikiToki (or similar program) - Timeline maker
By creating a timeline as a group project, students are able to see marked events, leadership changes and inventions within a larger context.
Bitstrips (or similar program) - Comic maker
Using a comic- maker, students can respond creatively using the skills and information they have learnt over the last three lessons.
4. Evidence-Based Learning Theory
When building a lesson plan with ICT, the theory behind its incorporation must be based on studies that provide evidence of its effective outworking. As we are structuring our lesson plan and forward planning documents around individual use of the computer, Justine Isard's reference to iPad use has some relevance. “An Oklahoma State University study indicated that 75 percent of the students in the pilot agreed that the iPad enhanced the learning experience.” Where the threat of distraction is accute, it is worthwhile acknowledging the evidence that students found individual tech-use a helpful aide to learning. It is therefore worth the 'distraction-risk' in order to pursue learning outcomes through individual tech-usage.
Waxman, Connell and Gray present evidence not as extreme as Isard's quoted 75%, but positive all the same.
"The mean of the study-weighted effect sizes averaging across all outcomes was .30 (p < .05), with a 95-percent confidence interval (CI) of .004 to .598. This result indicates that teaching and learning with technology has a small, positive, significant (p < .05) effect on student outcomes when compared to traditional instruction." Due to the evidence presented to support individual technology use in the classroom, we are taking this approach with our lessons. We are also using collaboration through technology so students are aware of each others' insights and learning.
Isard, J. (2012) Why mobile technology makes sense in the 21st century classroom. The Professional Educator
Waxman, H. Connell, M. & Gray, J. (2002) A Quantitative Synthesis of Recent Research on the Effects of Teaching and Learning With Technology on Student Outcomes
Retrieved from http://www.citeulike.org/group/572/article/364048
5. Mind Map
Follow the link to the Spidercribe Mind Map that details our intentions and how these lessons fit within the Australian Curriculum:http://www.spiderscribe.net/app/?7e4f0ed3c658e5afa36fcf8a02d67aad
The Map is set out to show the pedagogical, technological and content inputs going into the ICT Integration Project (from above), producing a plan for our lessons (below the main title bubble).
The links between the two are displayed through colour co-ordingating the bubbles.
1. Pedagogical skills and strategies used in the lessons are colour coded yellow, matching the references to the skills and strategies outlined above, which are linked to the Australian Curriculum.
2. Technology that is used during the lesson is colour coded blue, linking to their descriptions above.
3. Content, taken from the Australian Curriculum is colour coded red, the relevant sections of which are displayed at the top of the content section.
All three areas come together to produce our plans for the 4 lesson sequence.
6. Forward Planning Document